Mr. Whalen teaches Grade 7 science at Nathanael Greene Middle School and seems to be living out plenty of the theories and methods I've learned about so far. School policy states that teachers must be outside their doors during passing times to reduce potential chaos in the hallways. This is also beneficial as it allows Mr. Whalen to intentionally greet his students as they walk into the classroom. His students know to go directly to their seats, though he gently reminds them as they are shuffling in. The objectives for the day are clearly posted at the front of the classroom. Projected on the front board is an image delivered by an ELMO, which Mr. Whalen makes great use of. Some students have gotten their Scientists Notebooks out while others need reminding, but within a minute of everyone finding their seat, the notebooks were out and the students were focused on Mr. Whalen and the projector screen. Mr. Whalen placed his modeling version of the Scientists Notebook under the camera to present the "Do Now", which he titles a "Quick Write", prompting the class to "Describe the differences between a microscope and a telescope". Once settled, Mr. Whalen moved to the back of the room where his desk is to complete the attendance.
Once attendance was recorded, Mr. Whalen circulated the classroom to check homework in their notebooks from the night before. Mr. Whalen checks for completeness, not correctness, and gives all his students full credit for completing the assignment, allowing them to correct their answers if needed once the Do Now is complete and they go over the homework. Once he was about finished checking the notebooks, he announced that they students had two more minutes, one more minute, then 30 seconds before changing sequences to go over the homework. Naturally, some students were unfocused so he provided the appropriate verbal and nonverbal cues to prompt them into working. By the time he was ready to go over the homework, the sound of shuffling paper stopped, the students were focused, and the class was officially ready to begin.
Watching Mr. Whalen was like taking a deep breath of fresh air. Amidst the morning shuffle, Mr. Whalen maintains a very tender, gentle disposition while still expressing leadership and authority through his words, actions, and body language. His beginning-of-the-class routine appeared essentially seamless, even with late and absent students popping in. Mr. Whalen offers praise in all the appropriate places. For example, one class had particularly high scores for a test they had taken so he made it a point to praise the class. He also praised the students on entering class appropriately, starting their work, and gave more discreet praise to students as he circulated, looking at what students were recording for their Do Now.
From watching Mr. Whalen for three class periods, I'd like to be the type of teacher he is- organized, clear with directions and instruction, sincere, and light-hearted to name a few traits. I found that he uses time very well and after classes mentioned how sacred a resource it is! I think that by giving students time limits, announcing them at the two-minute mark, and then sticking to his word, he is teaching his students to be conscientious of time and also give them the routine they need.
Mr. Whalen teaches Grade 7 science at Nathanael Greene Middle School and seems to be living out plenty of the theories and methods I've learned about so far. School policy states that teachers must be outside their doors during passing times to reduce potential chaos in the hallways. This is also beneficial as it allows Mr. Whalen to intentionally greet his students as they walk into the classroom. His students know to go directly to their seats, though he gently reminds them as they are shuffling in. The objectives for the day are clearly posted at the front of the classroom. Projected on the front board is an image delivered by an ELMO, which Mr. Whalen makes great use of. Some students have gotten their Scientists Notebooks out while others need reminding, but within a minute of everyone finding their seat, the notebooks were out and the students were focused on Mr. Whalen and the projector screen. Mr. Whalen placed his modeling version of the Scientists Notebook under the camera to present the "Do Now", which he titles a "Quick Write", prompting the class to "Describe the differences between a microscope and a telescope". Once settled, Mr. Whalen moved to the back of the room where his desk is to complete the attendance.
Once attendance was recorded, Mr. Whalen circulated the classroom to check homework in their notebooks from the night before. Mr. Whalen checks for completeness, not correctness, and gives all his students full credit for completing the assignment, allowing them to correct their answers if needed once the Do Now is complete and they go over the homework. Once he was about finished checking the notebooks, he announced that they students had two more minutes, one more minute, then 30 seconds before changing sequences to go over the homework. Naturally, some students were unfocused so he provided the appropriate verbal and nonverbal cues to prompt them into working. By the time he was ready to go over the homework, the sound of shuffling paper stopped, the students were focused, and the class was officially ready to begin.
Watching Mr. Whalen was like taking a deep breath of fresh air. Amidst the morning shuffle, Mr. Whalen maintains a very tender, gentle disposition while still expressing leadership and authority through his words, actions, and body language. His beginning-of-the-class routine appeared essentially seamless, even with late and absent students popping in. Mr. Whalen offers praise in all the appropriate places. For example, one class had particularly high scores for a test they had taken so he made it a point to praise the class. He also praised the students on entering class appropriately, starting their work, and gave more discreet praise to students as he circulated, looking at what students were recording for their Do Now.
From watching Mr. Whalen for three class periods, I'd like to be the type of teacher he is- organized, clear with directions and instruction, sincere, and light-hearted to name a few traits. I found that he uses time very well and after classes mentioned how sacred a resource it is! I think that by giving students time limits, announcing them at the two-minute mark, and then sticking to his word, he is teaching his students to be conscientious of time and also give them the routine they need.